These DBQs are specifically written so students can think, act, and write like historians! Students read through primary source documents, understand the point-of-view of the text, and use the arguments within the text to aide in their comprehension of the past. Students then use the non-fiction text as evidence in a final essay. Students will have the opportunity to THINK like a historian and literally MAKE HISTORY in the process. Most importantly, the DBQ approach addresses many literacy anchors required by the state and Common Core Standards in Social Studies. See Below.
SHARED WITH MIDDLE SCHOOL
SHARED WITH HIGH SCHOOL - US I and AP US
SHARED WITH HIGH SCHOOL - US II and AP US
SHARED WITH HIGH SCHOOL - AP US HISTORY AND US I, US II
· Write arguments focused on discipline-specific content.
· Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
· Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Maria Vita will be required to write a one-page evaluation at the conclusion of the year.
If you use a DBQ, please feel free to complete this check-off to show how the DBQ was useful in addressing some of the Literacy Anchors and Common Core Standards. Evaluation.doc
MAKING HISTORY! – DBQ Style
**DBQ PROJECT!!!**THANK YOU PENN MANOR EDUCATION FOUNDATION for the grant!!
These DBQs are specifically written so students can think, act, and write like historians! Students read through primary source documents, understand the point-of-view of the text, and use the arguments within the text to aide in their comprehension of the past. Students then use the non-fiction text as evidence in a final essay. Students will have the opportunity to THINK like a historian and literally MAKE HISTORY in the process. Most importantly, the DBQ approach addresses many literacy anchors required by the state and Common Core Standards in Social Studies. See Below.
SHARED WITH MIDDLE SCHOOL
SHARED WITH HIGH SCHOOL - US I and AP US
SHARED WITH HIGH SCHOOL - US II and AP US
SHARED WITH HIGH SCHOOL - AP US HISTORY AND US I, US II
SHARED WITH HIGH SCHOOL - MODERN WORLD
LITERACY ANCHORSReading_Grade_11_Assessment_Anchors_and_Eligible_Content(2).pdf
R11.A.2.3. - inferences, conclusions, generalizations
R11.A.2.3.1 - inferences or conclusions based on info from text
R11.A.2.3.2 Cite evidence from text to support generalizations
R11.B.2.2 - Point of view of the narrator in nonfiction text
R11.B.2.2.1 - Identify, explain, interpret, describe, and/or analyze point of view as first person or third person
R11.B.2.2.2 - Effectiveness of the point of view used by the author
R11.A.2.5 Summarize nonfiction text as a whole
R11.A.2.5.1 Summarize major points, processes, and/or events of a nonfictional text as a whole
R11.A.2.6 - Identify, describe, and analyze genre
R11.A.2.6.1 Identify author's intended purpose of text
R11.A.2.6.2 Explain, describe, and/or analyze examples of text that support author's intended purpose
COMMON CORE STANDARDS (click for more Common Core Standards)
· Write arguments focused on discipline-specific content.
· Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
· Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Maria Vita will be required to write a one-page evaluation at the conclusion of the year.
If you use a DBQ, please feel free to complete this check-off to show how the DBQ was useful in addressing some of the Literacy Anchors and Common Core Standards. Evaluation.doc